Lesson Title: Lesson 5 Events that Shaped Darwin’s Thinking & the Aftermath
Purpose:
There is the matter of public response. Opposition has come and continues to come from people whose interpretation of religious writings conflicts with the story of evolution. Schools need not avoid the issue altogether. Perhaps science courses can acknowledge the disagreement and concentrate on frankly presenting the scientific view. Even if students eventually choose not to believe the scientific story, they should be well informed about what the story is.
Context of Lesson:
Class time: 1 class period of 66 min & 1 class period of 47
Classroom: Day 1 in the computer Lab (advance reserved) & Day 2 in the Biology Lab
Students have been introduced to Darwin and his voyage on the HMS Beagle by way of a mapping exercise and short reading assignment which highlighted Darwin's notes at various ports of call
We will begin to bring his voyage to life by showing a short portion of the film Darwin's Dangerous Idea which will be continued at appropriate intervals in succeeding lessons
Students will be introduced to some of the controversy surrounding Darwin's Theory by participating in an online time-line exercise that presents a history of public reaction both for and against the Theory of Evolution
Students will engage in an informal class-wide debate using the information that they acquired in their web session
The lesson will take one 66minute long period, and take place in the computer lab which will be reserved in advance of the lesson & one 47 minute period which will take place in the Biology classroom
Materials:
computers for each student overhead projector 2 ft. X 2ft.whiteboards dry erase markers
Objectives:
Students will demonstrate an understanding of the life and times of Charles Darwin as well as an understanding of the public reaction to his controversial ideas, over time, by engaging in a class wide conversational debate
Students will take sides in an informal debate and offer evidence for and against Darwin's Theory
Instruction: Lesson 5 Day 1 Opening:
Class time
Activity
Description
5 min
Settle in
Meet and greet the students at the Computer Lab door
Assign seating as students arrive
Students will be asked to "take a card" from a 27 card deck as they enter
I will assume a position at the front of the lab
5 min
Review
Review the proceedings of the last class highlighting Darwin's findings at each port of call
Use Q & A technique to activate prior knowledge and setup the activities of the day
10 min
Video
Show the first ten minutes of the video Darwin's Dangerous Idea
When the students have accessed the site they will be given 10 minutes to explore the site at their own discretion
There are many evolution related topics available on the site
I will walk about the room to ensure that they have found the correct site and are remaining on task
25 min
Data collection
The given time-line addresses four major topics regarding public reaction to the theory of Evolution
Rise of Evolution
Evolution Challenged
Battle in the Schools
Reconciliation
The students will be asked to show their "chosen card" and they will be assigned a topic and a time period based on their chosen card
Each student will collect pertinent information from their topic and time period and print out their findings for future reference
I will circulate within the classroom to assist any student of need
5 min 1 min
Q & A Homework assigned
I will ask the class: what did you find that was unexpected?
A short discussion will ensue and I will entertain any questions or comments that spark the interest of the students
At this time I will offer input on how Lamarck, Russell, Malthus & Lyell influenced Darwin's thinking.
For homework the students will be asked to review their findings and be prepared to give a short summary to the class when we next meet.
Instruction: Lesson 5 Day 2 Opening:
Class time
Activity
Description
5 min
Settle in
Meet and greet students at the door of the Biology classroom
I will assume a position at the front of the room and begin with the question: What information did you discover yesterday that was conflicting?
A short discussion should ensue
Students will be given 2 ft X 2 ft whiteboards and one dry erase marker
5 min
Record findings
Students will be asked to create a set of bullet points from their internet findings and record them on their whiteboards they will work alone and have no more than 5 minutes to do so
Engagement:
Class time
Activity
Description
15 min
Presentation of findings
Students will be grouped by their topic and asked to present their findings to the remainder of the class while holding their whiteboards for all to see
I will position myself in various parts of the classroom as to see all students and the current presenter
When the presentations are complete the students will be positioned on either side of the room to either defend or refute Darwin's Theory
Sides will be chosen by virtue of the color of marker that they used: blue & green will defend; black and red will refute
Any student that wishes to change sides has 2 minutes to find someone who is willing to trade sides
20 min
Informal Debate
I will moderate the debate and use a point / counterpoint format as students present evidence that supports their side of the debate
This is designed to be an exchange ideas and points of view, not a competitive forensic exercise, as such there are no winners or losers in this debate. My job is to keep it that way.
This should prove interesting
I expect that we will use all of the allotted time; but if not I will show the next segment of Darwin's Dangerous Idea
Closure:
Class time
Activity
Description
5 min
Wrap up
I will ask the class this parting question: Do individual organisms evolve or is evolution a function of populations?
The bell should ring before we resolve this question; and that is a topic for another day.
Assessment: Assessment here is formative. Arising from presentations and class debate.
Purpose:
Context of Lesson:
Materials:
computers for each student
overhead projector
2 ft. X 2ft.whiteboards
dry erase markers
Objectives:
Instruction: Lesson 5 Day 1
Opening:
Engagement:
1 min
Homework assigned
Instruction: Lesson 5 Day 2
Opening:
Engagement:
Closure:
Assessment: Assessment here is formative. Arising from presentations and class debate.